Application of reading-to-learn genre pedagogy in teaching reading and writing: Teaching design of proposal

Cha Kie HIEW, Mark Shiu Kee SHUM

Research output: Contribution to conferencePapers

Abstract

Reading and writing have been recognized as related language competency and it’s suggested that reading-to-writing pedagogy is essential to improve teaching and learning effect. While both of reading and writing are closely related to text while reading is the process of deconstructing text and writing is the process of constructing text, genre pedagogy can work as a bridge to connect reading and writing. Considerable works have been done to study genre theory and prove its effects especially in the field of teaching in English, but relevant research in teaching of Chinese was less common. Developed from the theories of Systemic Functional Linguistic, Pedagogical discourse and Scaffolding, Reading to Learn pedagogy has been recognized as one of the most effective and well-designed genre study from theoretical and pedagogical aspects. As Reading to Learn has been proved that it can improve English L1 and L2 learners’ reading and writing competency at an average double to four times standard growth rates, it’s important to conduct further research to examine its effectiveness and feasibility in Chinese language education.
The model of Reading to Learn pedagogy includes the principle of supporting all students to do high-level tasks by means of guidance through interaction. The three levels of support provided by this model consist of preparing for reading, detailed reading, sentence making, spelling, sentence writing, joint rewriting, individual rewriting, joint construction and individual construction. The aim of this study is to apply Reading to Learn pedagogy in teaching Chinese and examine whether reading and writing performance of Chinese language learners will be improved. The significance of this research is to develop effective teaching design which can help to enhance students’ performance of reading and writing Chinese proposal. Teaching framework, lesson plans, and classroom activities will be presented to demonstrate how to apply Reading to Learn in teaching. Quantitative data (results of pre-test and post-test) will be used to analyze the effectiveness of this pedagogy.
閲讀及寫作都與文本有關,而文本有一定的文體特徵,例如在結構、語言、表現手法等方面有各自的特點,掌握不同文體的不同特徵能讓教學重點更明確,使教師有系統地進行閲讀講解或寫作引導,輔助學習者組織信息及理解文本主題,以處理信息的輸入或輸出,因此文體教學可作爲聯結閲讀與寫作教學的樞紐。文體教學法 Reading to Learn 基於系統功能語言學、教學話語與支架教學的理念,提供從閲讀到寫作的教學流程,一共包含 9 個環節,即讀前準備、深入閲讀、詞句重組、拼寫字詞、句子寫作、合作改寫、獨立改寫、合作寫作及獨立寫作。在英文教學領域,已有不少學者探討其應用模式並已證明此教學法的正面效果;但在中文教學領域的研究與應用仍有待發展。在教學常用文體中,學生往往需要學習如何理解並回應各種溝通管道的信息,以滿足生活中的社交需求,達到語言的溝通目標,而實用文作爲常用的交換信息渠道,也成爲教學中不可缺少的文體之一。因此本文以 Reading to Learn 教學法爲基礎,除了進行中文建議書的讀寫教學設計,展示教學流程、教案、課堂活動設計以外,也進一步通過教學實踐收集數據,結合前後測成績分析 Reading to Learn 對學生閲讀與寫作表現的影響。 Copyright © 2015 he Third International School Chinese Language Education Conference and Workshop.
Original languageEnglish
Publication statusPublished - Dec 2015

Citation

Hiew, K. C. K., & Shum, M. S. K. (2015, December). Application of reading-to-learn genre pedagogy in teaching reading and writing: Teaching design of proposal. Paper presented at The Third International School Chinese Language Education Conference and Workshop, The University of Hong Kong, Hong Kong, China.

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